Realism in the design process and credibility of a simulation-based virtual laboratory The credibility of an instructional simulation is a most important issue in distance education, where it may replace hands-on activities. This credibility is based in large part upon verisimilitude, a perception strongly influenced by the simulations realism. This paper presents a case study encompassing the design process of a simulation-based virtual laboratory, which was guided by a realism principle, and an investigation of its credibility among potential users. We found that many characteAuthor(s): Couture Marc

CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped thAuthor(s): Trigano Philippe,Pacurar Giacomini Ecaterina

Scripting argumentative knowledge construction in computer-supported learning environments Argumentative knowledge construction in computer-supported collaborative learning
environments is often weak. This experimental study analyzes two collaboration scripts, which should facilitate argumentative knowledge construction. One script aims to support the construction of argumentation sequences and the other script aims to support the argument construction. These scripts should facilitate the argumentative knowledge construction on both the micro- and macrostructure of argumentation durinAuthor(s): Stegmann Karsten,Weinberger Armin,Fischer Frank,Ma

License information

Related content

Rights not set

No related items provided in this feed

Six Years of Knowledge Networking in Learning Sciences and Technologies This report presents a series of in-depth reflections about the work of the Center for Innovative Learning Technologies (CILT) from 1997 until 2004. Each member of the CILT team (Principal investigator, postdoctoral scholar, project coordinator and manager) provided their personal reflections on what they, and all of us as a group, have learned from the attempt to stimulate the development and implementation of important, technology-enabled solutions to critical problems in K-14 STEM learning inAuthor(s): Sabelli Nora,Pea Roy D.,Park Menlo,Alto Palo

License information

Related content

Rights not set

No related items provided in this feed

Emerging Social Engineering in the Wireless Classroom Code It! fosters mathematics learning environments where pre-algebra students use handheld technologies to confidently and enjoyably explore and learn about functions. The resources we developed—server-based and handheld software and paper-based student and teacher texts—were packaged as a 20-session unit on code making and breaking and designed to boost students’ understanding of mathematical functions and their facility with the multiple representations of tables, graphs and symbols. We Author(s): Goldman Shelley,Pea Roy D.,Maldonado Heidy

A walk on the WILD side How wireless handhelds may change computer-supported collaborative learning Designs for CSCL (Computer-Supported Collaborative Learning) applications usually presume a desktop or laptop computer. Yet future classrooms arc likely to be organized around Wireless Internet Learning Devices (WILD) that resemble graphing calculators, Palm, or Pocket-PC handhelds, connected by short-range wireless networking. WILD learning will have physical affordances that are different from today's computer lab, and different from classrooms with 5 students per computer. These differing affAuthor(s): Roschelle Jeremy,Pea Roy D.

The greenhouse effect visualizer: a tool for the science classroom The Greenhouse Effect Visualizer (GEV) is designed to help students visualize data sets related to the earth's energy balance. This work was inspired by the benefits scientific visualization have provided to scientists in discovering patterns and presenting the results of their work to broad communities. The hope is that scientific visualization can provide equal assistance to students trying to learn science. The philosophy underlying this approach links learning with practice. Hence, students Author(s): Gordin Douglas N.,Edelson Daniel C.,Pea Roy D.

Reactive Learning Objects for Distributed e-Learning Environments We present a concept of reactive learning objects that goes away from the hydraulic view of e-learning and gives to students activity a central place. First experimentations suggest that this concept should be enlarged to include distributed computation, distributed storage and Web services.Author(s): Duval Patrick,Merceron Agathe,Scholl Michel

License information

Related content

Rights not set

No related items provided in this feed

Adaptive Personalisation in Self e-Learning Networks This paper presents some of the personalisation services designed for self e-learning networks in the SeLeNe project. A self e-learning network consists of web-based learning objects that have been made available to the network by its users, along with metadata descriptions of these learning objects and of the networks users.
The architecture of the network is distributed and service-oriented. The personalisation facilities include: querying learning object descriptions to return results tailAuthor(s): Keenoy Kevin,Poulovassilis Alexandra,Papamarkos Ge

License information

Related content

Rights not set

No related items provided in this feed

Computational GRIDs and online laboratories Many projects addressing the creation of online laboratories have been developed recently. They have a common goal: to enable students and professional learners to get hands-on experience without moving from the places where they are.
Nevertheless, the found solutions are often very different among them, and interoperability between different online laboratories systems does not exist. In this paper we present our work around the exploitation of Grid technologies for sharing instrumentation andAuthor(s): Bagnasco Andrea,Poggi Arianna,Scapolla Anna Marina

License information

Related content

Rights not set

No related items provided in this feed

GRID Technologies => 'Education' = 'Distance Education' This paper discusses the new possibilities that Grid technologies create in education, presents current learning paradigms and makes a prediction about the way in which Grid technologies may affect the future of education.
The case of the Hellenic Open University (HOU) is presented and the current educational technologies and tools used are illustrated. The paper also presents a scenario for the utilization of Grid technologies at HOU and discusses the challenges that such infrastructure createAuthor(s): Xenos Michalis,Vassiliadis Bill,Skodras Athanassio

License information

Related content

Rights not set

No related items provided in this feed

Towards a Domain Specific Application Development Environment for the ELeGI architecture: the Softwa The Next Generation Grids (NGG) expert group has pioneered the vision of "Invisible Grid" whereby the complexity of Grid systems and architectures is hidden to both developers and users. In this new vision, the Grid has a different role: it will not more provide a virtual computing environment but it will be the basis of a more complex service oriented, knowledge-based and collaborative environment suitable for the specific domains in which citizen and organizations have to operate.
Grid communAuthor(s): Gaeta Angelo,Ritrovato Pierluigi,Gaeta Matteo